Advisory boards of academic centers represent an under-researched, yet unique and influential, contributor to student learning and education. We search for systematic variations among 31 academic advisory boards of entrepreneurship centers based on differences in their effort and attention. Cluster and discriminant analyses reveal that, in terms of effort, boards tend to be either a hands-off ceremonial type or more hands-on and engaged. We also find systematic differences in how boards allocate their attention, based on whether the business school has a research or teaching orientation. We further find that boards' effort and attention affect directors' preferences of the content and approach of entrepreneurship programs, gauging student learning, obstacles to board contributions, and the relative emphasis on the skills students are taught. Our article provides a foundation for a research agenda that considers the unique and influential role that advisory boards can play in enhancing student learning and education.